Mike Feintuck and Roz Stephens
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9781447306238
- eISBN:
- 9781447310815
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447306238.001.0001
- Subject:
- Sociology, Marriage and the Family
The processes for allocating places at secondary schools in England are perennially controversial. Providing integrated coverage of the policy, practice and outcomes from 1944 to 2012, this book ...
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The processes for allocating places at secondary schools in England are perennially controversial. Providing integrated coverage of the policy, practice and outcomes from 1944 to 2012, this book addresses the issues relevant to school admissions arising from three different approaches adopted in this period: planning via local authorities; parental choice of school via quasi-market mechanisms; and random allocation. Each approach is assessed on its own terms, but constitutional and legal analysis is also utilised to reflect on the extent to which each meets expectations and values associated with schooling, especially democratic expectations associated with citizenship and with accountability in decision-making. Repeated failure to identify and pursue specific values for schooling, and hence admissions, can be found to underlie questions regarding the 'fairness' of the process, while also limiting the potential utility of judicial responses to legal actions relating to school admissions. The book concludes that the democratic expectations at stake in education, especially for vulnerable children such as those with Special Educational Needs, are too important to be left to either quasi-markets or randomness, and identifies the limited ability of the legal system to act autonomously so as to provide safeguards adequate to ensure integrity and accountability, with a consequential need being reasserted for clarity over fundamental values. The interdisciplinary approach adopted renders the book relevant and accessible to a wide readership in education, social policy and socio-legal studies.Less
The processes for allocating places at secondary schools in England are perennially controversial. Providing integrated coverage of the policy, practice and outcomes from 1944 to 2012, this book addresses the issues relevant to school admissions arising from three different approaches adopted in this period: planning via local authorities; parental choice of school via quasi-market mechanisms; and random allocation. Each approach is assessed on its own terms, but constitutional and legal analysis is also utilised to reflect on the extent to which each meets expectations and values associated with schooling, especially democratic expectations associated with citizenship and with accountability in decision-making. Repeated failure to identify and pursue specific values for schooling, and hence admissions, can be found to underlie questions regarding the 'fairness' of the process, while also limiting the potential utility of judicial responses to legal actions relating to school admissions. The book concludes that the democratic expectations at stake in education, especially for vulnerable children such as those with Special Educational Needs, are too important to be left to either quasi-markets or randomness, and identifies the limited ability of the legal system to act autonomously so as to provide safeguards adequate to ensure integrity and accountability, with a consequential need being reasserted for clarity over fundamental values. The interdisciplinary approach adopted renders the book relevant and accessible to a wide readership in education, social policy and socio-legal studies.
Mike Feintuck and Roz Stevens
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9781447306238
- eISBN:
- 9781447310815
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447306238.003.0002
- Subject:
- Sociology, Marriage and the Family
Themes, and variations within them, are considered. They have informed debate about school admissions as an aspect of education policy (and social policy more generally) in England post-1945. A ...
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Themes, and variations within them, are considered. They have informed debate about school admissions as an aspect of education policy (and social policy more generally) in England post-1945. A historical trace is provided, from what is often presented as a consensual settlement under the Education Act 1944, through debates about grammar schools and comprehensive schools in the 1960s and 1970s, to the positions under the Education Reform Act 1988 and subsequent legislation, including most recently that of the Coalition government formed in 2010. The roles and limitations of the legal system in this context are discussed throughout, and questions relating to children with Special Educational Needs are given particular attention.Less
Themes, and variations within them, are considered. They have informed debate about school admissions as an aspect of education policy (and social policy more generally) in England post-1945. A historical trace is provided, from what is often presented as a consensual settlement under the Education Act 1944, through debates about grammar schools and comprehensive schools in the 1960s and 1970s, to the positions under the Education Reform Act 1988 and subsequent legislation, including most recently that of the Coalition government formed in 2010. The roles and limitations of the legal system in this context are discussed throughout, and questions relating to children with Special Educational Needs are given particular attention.
Eran Uziely
- Published in print:
- 2015
- Published Online:
- August 2016
- ISBN:
- 9780199366989
- eISBN:
- 9780190625238
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199366989.003.0004
- Subject:
- Social Work, Children and Families, Social Policy
This chapter presents the major findings of a study examining the right of young Israeli adolescents to participate in Placement Committee (PC) decisions regarding their enrolment in a regular or ...
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This chapter presents the major findings of a study examining the right of young Israeli adolescents to participate in Placement Committee (PC) decisions regarding their enrolment in a regular or special-education class. It investigates the extent and implementation of students’ participation, as well as the ways students and other PC participants experience their participation in the committee’s discussions. Finally, the chapter seeks to determine which socio-economic, cultural, and educational variables influence the degree of student participation at and satisfaction with the process. The study used the eight-step linear scale based on Arnstein’s Ladder of Citizen Participation to investigate both the desired and actual level of participation. The findings reveal that students are indeed interested and capable of participating, supporting the call for greater students’ participation in PC discussions. The chapter concludes with some recommendations towards improving the level and quality of participation for students with special needs.Less
This chapter presents the major findings of a study examining the right of young Israeli adolescents to participate in Placement Committee (PC) decisions regarding their enrolment in a regular or special-education class. It investigates the extent and implementation of students’ participation, as well as the ways students and other PC participants experience their participation in the committee’s discussions. Finally, the chapter seeks to determine which socio-economic, cultural, and educational variables influence the degree of student participation at and satisfaction with the process. The study used the eight-step linear scale based on Arnstein’s Ladder of Citizen Participation to investigate both the desired and actual level of participation. The findings reveal that students are indeed interested and capable of participating, supporting the call for greater students’ participation in PC discussions. The chapter concludes with some recommendations towards improving the level and quality of participation for students with special needs.
Amy M. Burns
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9780190055646
- eISBN:
- 9780190055684
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190055646.003.0008
- Subject:
- Music, Performing Practice/Studies
Amy M. Burns integrates technology into the Orff Schulwerk approach so that students with various learning styles can successfully create and make music. With the recent developments of teaching ...
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Amy M. Burns integrates technology into the Orff Schulwerk approach so that students with various learning styles can successfully create and make music. With the recent developments of teaching through distance learning, these lessons assist elementary music educators in teaching from a traditional classroom setting to teaching in an online platform. In addition, the supplemental website gives teachers downloadable manipulatives to successfully use in a variety of learning environments.Less
Amy M. Burns integrates technology into the Orff Schulwerk approach so that students with various learning styles can successfully create and make music. With the recent developments of teaching through distance learning, these lessons assist elementary music educators in teaching from a traditional classroom setting to teaching in an online platform. In addition, the supplemental website gives teachers downloadable manipulatives to successfully use in a variety of learning environments.
Kathrin Gerling, Conor Linehan, and Regan Mandryk
- Published in print:
- 2018
- Published Online:
- March 2018
- ISBN:
- 9780198794844
- eISBN:
- 9780191836336
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780198794844.003.0027
- Subject:
- Mathematics, Logic / Computer Science / Mathematical Philosophy, Computational Mathematics / Optimization
This chapter provides an overview of challenges that emerge from the involvement of players with special needs in game development, focusing on user involvement in early design stages, and challenges ...
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This chapter provides an overview of challenges that emerge from the involvement of players with special needs in game development, focusing on user involvement in early design stages, and challenges that emerge during playtesting. Through three case studies focusing on young children, people with disabilities, and older adults, we offer insights into appropriate methodology for GUR with diverse audiences. Additionally, we discuss strategies to establish a respectful and empowering process for user involvement.Less
This chapter provides an overview of challenges that emerge from the involvement of players with special needs in game development, focusing on user involvement in early design stages, and challenges that emerge during playtesting. Through three case studies focusing on young children, people with disabilities, and older adults, we offer insights into appropriate methodology for GUR with diverse audiences. Additionally, we discuss strategies to establish a respectful and empowering process for user involvement.
